Novice Teachers’ Experiences of Constructing Classroom Management Skills during Teaching Practice Programme in Kenya

Abstract

Novice teachers, those with less than 3 years of experience, mostly enter the classroom with strong content knowledge but limited classroom management experience. This study explored how participation in teaching practice programmes (TPPs) contributes to building novice teachers’ classroom management skills in Kenya. Guided by Marzano’s Classroom Management Theory and Kolb’s Experiential Learning Theory, a phenomenological research design was adopted within an interpretivist paradigm. Fifteen novice teachers from 13 public junior secondary schools in Kisumu Central Sub-County, were purposively selected. Data were collected through semi-structured individual interviews and focus group discussions, and were analyzed thematically. The findings revealed that during TPPs, novice teachers gradually constructed key classroom management competencies through real classroom experiences. They learned to enforce rules and handle student behaviour, including confronting misbehaviour and establishing their authority; organise instruction, work with resource-constrained classes; foster teacher-student relationships while maintaining professional boundaries; and reflect on their practice to shape their emerging teacher identity. Growth in skills was evident, for example, some novices developed effective non-confrontational discipline strategies and adaptive lesson planning, yet significant challenges persisted, such as coping with overcrowded classes, time management difficulties, and feelings of inadequacy. The study recommends strengthening TPP design through structured mentorship, guided reflection sessions, and better alignment between university preparation and classroom realities. These measures would enable novice teachers to gain confidence and effective management strategies, ultimately creating more orderly and engaging learning environments.